 {% extends "site_base.html" %}

{% load i18n %}
{% block extra_head_base %}

	<link rel="stylesheet" href="{{ STATIC_URL }}exam/css/default.css" />
	<script type="text/javascript" src="{{ STATIC_URL }}exam/javascript/jquery.min.js"></script>
	<script type="text/javascript" src="{{ STATIC_URL }}exam/javascript/time.js"></script>
	<script type="text/javascript" src="{{ STATIC_URL }}exam/javascript/default.js"></script>
	<script type="text/javascript" src="{{ STATIC_URL }}exam/javascript/security.js"></script>
	<script type="text/javascript" src="{{ STATIC_URL }}exam/javascript/js.js"></script>
	

<title>Score</title>
{% endblock %}

{%block body%}
	<h1 id=scoreS>Your point is {{point}}</h1>
	{% if point >= 22  and point <= 30 %}
		<h1>Level: HIGH (22–30)</h1>
		Test takers who receive a score at the HIGH level, as you did, typically understand
		academic texts in English that require a wide range of reading abilities regardless of
		the difficulty of the texts.
		<h2>YOUR PERFORMANCE</h2>
		Test takers who score at the HIGH level, typically:
		- have a very good command of academic vocabulary and grammatical structure;
		- can understand and connect information, make appropriate inferences and synthesize
		ideas, even when the text is conceptually dense and the language is complex;
		- can recognize the expository organization of a text and the role that specific
		information serves within the larger text, even when the text is conceptually dense;
		and
		- can abstract major ideas from a text, even when the text is conceptually dense and
		contains complex language.
		<h2>ADVICE FOR IMPROVEMENT</h2>
		Read as much and as often as possible. Make sure to include academic texts on a
		variety of topics written in different genres and with different degrees of conceptual
		density as part of your reading.
		- Read major newspapers, such as The New York Times or Science Times, and
		websites (National Public Radio [NPR] or the BBC).
		- Write summaries of texts, making sure they incorporate the organizational pattern of
		the originals. Continually expand your vocabulary.
		- Continually practice using new words you encounter in your reading. This will help
		you remember both the meaning and correct usage of the new words.
	{% endif %}
	{% if point >= 15  and point <= 21 %}
		<h1>Level: INTERMEDIATE (15–21)</h1>
		Test takers who receive a score at the INTERMEDIATE level, as you did, typically
		understand academic texts in English that require a wide range of reading abilities,
		although their understanding of certain parts of the texts is limited.
		<h2>YOUR PERFORMANCE</h2>
		Test takers who receive a score at the INTERMEDIATE level typically:
		- have a good command of common academic vocabulary, but still have some
		difficulty with high-level vocabulary;
		- have a very good understanding of grammatical structure;
		- can understand and connect information, make appropriate inferences, and
		synthesize information in a range of texts, but have more difficulty when the
		vocabulary is high level and the text is conceptually dense;
		- can recognize the expository organization of a text and the role that specific
		information serves within a larger text, but have some difficulty when these are not
		explicit or easy to infer from the text; and
		- can abstract major ideas from a text, but have more difficulty doing so when the text
		is conceptually dense.
		<h2>ADVICE FOR IMPROVEMENT</h2>
		Read as much and as often as possible. Study the organization of academic texts
		and overall structure of reading passages. Read an entire passage from beginning
		to end.
		- Pay attention to the relationship between the main ideas and the supporting details.
		- Outline the text to test your understanding of the structure of the reading
		passage.
		- Write a summary of the entire passage.
		- If the text is a comparison, be sure that your summary reflects that. If the text argues
		two points of view, be sure both points of view are reflected in your summary.
		Continually expand your vocabulary by developing a system for recording unfamiliar
		words.
		- Group words according to topic or meaning and study the words as a list of related
		words.
		- Study roots, prefixes, and suffixes; study word families.
		- Use available vocabulary resources, such as a good thesaurus or a dictionary of
		collocations (words commonly used together)


	{% endif %}
		{% if point >= 0  and point <= 14 %}
		<h1>Level: LOW (0–14)</h1>
		Test takers who receive a score at the LOW level, as you did, typically understand
		some of the information presented in academic texts in English that require a wide
		range of reading abilities, but their understanding is limited.
		<h2>YOUR PERFORMANCE</h2>
		Test takers who receive a score at the LOW level typically:
		- have a command of basic academic vocabulary, but their understanding of less
		common vocabulary is inconsistent;
		- have limited ability to understand and connect information, have difficulty
		recognizing paraphrases of text information, and often rely on particular words and
		phrases rather than a complete understanding of the text;
		- have difficulty identifying the author’s purpose, except when that purpose is
		explicitly stated in the text or easy to infer from the text; and
		- can sometimes recognize major ideas from a text when the information is clearly
		presented, memorable or illustrated by examples, but have difficulty doing so when
		the text is more demanding.
		<h2>ADVICE FOR IMPROVEMENT</h2>
		Read as much and as often as possible. Develop a system for recording unfamiliar
		words.
		- Group words into lists according to topic or meaning and review and study the
		words on a regular basis so that you remember them.
		- Increase your vocabulary by analyzing word parts; study roots, prefixes, and
		suffixes; study word families. Study the organization of academic texts and overall
		structure of a reading passage. Read an entire passage from beginning to end.
		- Look at connections between sentences; look at how the end of one
		sentence relates to the beginning of the next sentence.
		- Look for the main ideas and supporting details and pay attention to the
		relationship between them.
		- Outline a text to test your understanding of the structure of a reading passage.
		- Begin by grouping paragraphs that address the same concept.
		- Write one sentence summarizing the paragraphs that discuss the same idea.
		- Write a summary of the entire passage.

	{% endif %}
		

		
		

{%endblock%}
